From Tasks to Transformation: How Coherently Sequenced Practicum Experiences Develop Collaborative Instructional Leaders

Le résumé fourni par la source

This qualitative study examines principal preparation candidates' perceptions of a practicum designed to develop collaborative instructional leadership through coherently sequenced field-based tasks. The practicum required candidates to lead campus teams through needs assessment, strategy development, and implementation monitoring focused on instructional challenges affecting at-risk and economically disadvantaged students. Grounded in Personalized Educational Leadership Theory (PELT), the study analyzed archival written reflections from 150 randomly selected candidates enrolled in a large online principal preparation program. Using a basic interpretive qualitative approach, the analysis identified four themes: candidates' perceived growth in data-informed instructional leadership, structured collaboration as a leadership practice, leadership identity development, and equity-focused administrative mindsets. Findings suggest candidates experienced the sequenced tasks as meaningful opportunities to integrate theory with authentic practice. The study extends PELT from descriptive theory toward a design framework for structuring practicum experiences that support collaborative, equity-focused leadership development.

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